__ _ very slow
c. Loudness: easily heard X _ _ _ _ _ difficult to hear
d. Breath groups: too many pauses _ _ X not enough pauses
e. Eye gaze: appropriate X _ _ _ _ _ inappropriate
f. Fluency: fluent _ _ X _ _ _ halting
g. Voice: pitch range too narrow? No Voice too nasal?
a. Statement (final rising-falling) problem detected
b. Yes-No question (final rising)
c. Wh-questions (who, whom, whose, what etc) (final rising-falling) problem detected
d. Tag questions (final rising and final rising-falling)
e. Series (non-final rising)
Stress and rhythm No problem detected
a. Word level stress
b. Phrase / sentence level stress
c. Linking problem detected
Issue 1: Substitution of /p/ for /b/
"Arabic does not have a / p/ sound and most people substitute /b/ for / p/". Most Arabic speakers struggle to adapt the sound /b/ to / p/ even the advance level learners of English do make the same mistakes. Although there are some problems found in Arabic speakers depending on the dialect they speak like substituting / θ/ for / ð/, the aspiration / p/ seems to be a common problem for all Arabic…
Activities such as “Dominoes” in which Kamil focuses on initial and ending sound of the words, or “Reading by Analogy”, in which Kamil breaks apart words, and think of other known words to help him read the parts, may add to the improvement of Kamil’s decoding skills.
The CORE assessment revealed Kamil’s need in learning English consonant sounds. Kamil may benefit from this language intervention through game-like activities such as “Sound Bingo”, “Sound Booklets”, “Toss the Cube”, and/or…
identifying consonants, short vowels, digraphs and blends. Regardless, based on his results he will be included in the middle letter name-alphabetic instructional level group to reinforce his short vowel, digraphs, and blends to progress to the next stage.
Based upon the assessment data from the classroom composite inventory listed, four small groups targeting different curricula goals will be formed. Even if feature points suggest students are in a particular stage, spelling features from…
The title of the article is called “The Stop and Go Phonemic Awareness Game: Providing Modeling, Practice, and Feedback” and it is written by Jill Howard Allor, Kristin A. Gansle, and R. Kenton Denny. The authors define phonemic awareness as “the ability to recognize the individual sounds within spoken words” and it is a critical skill needed to be successful with reading acquisition (Allor, Gansle, & Denny, 2006). The authors discuss the importance of explicitly teaching phonemic awareness…
Although this is the general concept that many researchers utilize, it is not a concrete definition. Researchers who study mastery of sounds take into consideration a different factor, which creates variability between the numbers of different studies. Some researchers consider the consonant blends while others do not (Sander, 1972). As mentioned above, there is not a conclusive definition that could be used to finding the age of acquisition of sounds. Alongside the criteria of how to measure…
Another component of analyzing invented spelling is breaking down phonics in each word. To analyze break this words down we look at the word phonemic elements. Cole did a fantastic job using these elements in his writing. The first word I looked at was “rokitchip”. This is how Cole phonemically spelled out rocket ship. The phonemic element he used in this word is consonant blends with the letters ch. Consonant blends are mixing two consonants together to make a new sound that combines their…
each grade level. Thus, as you continue through the words, they become increasingly difficult. Franklin’s instructional level is at the third-grade level. At his level, he was able sound out the beginning consonant, “r,” for the word “rough” and “m-o” word “motion.” Additionally, he correctly identified “interested” and “confused,” however it was not an automatic recognition. Finally, with the third-grade list, he pronounced “curious” as “serious.” Throughout the assessment, I noticed…
remediation and instruction. Instructional focus is important for the students to begin honing in on their weak areas and strengthening their capabilities. The following analysis is that of a second grader.
A students strengths are their comprehension abilities, recognition of staring and ending consonants, word accuracy in context, and moderate phonetic decoding skills. The students comprehension in demonstrated by their scores of 3, and 2, on “Within the Text”, and “Beyond and About the…
talking. He is also very active and ready to help others.
Eugene 's mother is the main provider of the household and knows the most about his reading skills. She has said that Eugene is excellent at math, but he does not like reading. His mom he struggles with reading comprehension and correctly pronouncing sounds in words. She also has commented that he has had some previous therapy with pronouncing words. She is really determined for Eugene to pass the third grade…
(Hayat 2005, Alan 1997). Related studies report that Arabic speaking learners of English commonly have problems with the English vowels (Munro 1993, Brett 2004). Arab learners also have difficulties with pronouncing the English consonants /p/, /v/, /s, /z/, /d/, /ð/, /θ/, /dʒ/, /ŋ/ (Val Barros…